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Tim Rudd
Tim Rudd

Tim Rudd is a Principal Lecturer in the Education Research Centre, at the School of Education, University of Brighton. He works on various projects reflecting his research interests in the sociology of education, educational technology, the politics and ideology of education, and alternative education systems.https://about.brighton.ac.uk/education/contact/details.php?uid=tpr10

He is also currently running his own educational research and development organisation, “Livelab” (www.livelab.org.uk) and has worked on various research and professional development programmes for educators nationally and internationally.


Ninna Meier
Ninna Meier

Ninna Meier is a qualitative researcher interested in org and management of health care work. Specifically, she has studied coherency across boundaries, the role of space, materiality and relational aspects of work, and the important role of context in health care research. She is interested in ways in which researchers can achieve impact, particularly the role of academic writing in this. Moreover, she is a co-founder of the Open Writing Community - see Twitter, Facebook and LSE blogs

AAU webpage: https://vbn.aau.dk/admin/workspace.xhtml 

The Open Writing Community:

https://twitter.com/open_writing

or read more here

http://blogs.lse.ac.uk/lsereviewofbooks/2016/11/16/the-materiality-of-research-writing-with-resonance-by-charlotte-wegener-and-ninna-meier/

http://blogs.lse.ac.uk/lsereviewofbooks/2016/02/26/the-materiality-of-research-on-the-materiality-of-writing-in-academia-or-remembering-where-i-put-my-thoughts-by-ninna-meier/


Douglas Kellner
Douglas Kellner

Douglas Kellner is George Kneller Chair in the Philosophy of Education at UCLA and is author of many books on social theory, politics, history, and culture, including Camera Politica: The Politics and Ideology of Contemporary Hollywood Film, co-authored with Michael Ryan; Critical Theory, Marxism, and Modernity; Jean Baudrillard: From Marxism to Postmodernism and Beyond; works in social theory and cultural studies such as Media Culture and Media Spectacle; a trilogy of books on postmodern theory with Steve Best; and a trilogy of books on the media and the Bush administration, encompassing Grand Theft 2000, From 9/11 to Terror War, and Media Spectacle and the Crisis of Democracy.

Author of Herbert Marcuse and the Crisis of Marxism, Kellner has edited collected papers of Herbert Marcuse, six volumes of which have appeared with Routledge.With Meenakshi Gigi Durham, Kellner had co-edited  Media and Cultural Studies. KeyWorks, Blackwell (second edition 2012), and with with Rhonda Hammer, Kellner has co-edited Media/Cultural Studies: Critical Approaches (Peter Lang Publishing, 2009).

Kellner’s Cinema Wars: Hollywood Film and Politics in the Bush/Cheney Era was published in 2010 by Blackwells, and Media Spectacle and Insurrection, 2011: From the Arab Uprisings to Occupy Everywhere was published by Continuum/Bloomsbury in 2012.

Kellner’s latest book American Nightmare: Donald Trump, Media Spectacle, and Authoritarian Populism was published by Sense Publishers in 2016.  

His website is at https://pages.gseis.ucla.edu/faculty/kellner/ which contains several of his books and many articles.


Mary Gene Saudelli
Mary Gene Saudelli

Mary Gene Saudelli is a faculty member in Teaching and Learning at the University of the Fraser Valley. Formerly, she was Assistant Professor and Director of the Centre of Teaching and Learning at University of Calgary in Qatar and Director of the Reading Clinic at Brock University. Her research interests are: interdisciplinary studies, 22nd century teaching and learning, international education, the Scholarship of Teaching & Learning, and multiliteracies. She has published in peer reviewed journals (Canadian Journal of Education, Journal of Interdisciplinary Education, etc.), and edited books (1st Century Literacy Teacher Education), and she is the author of a book (The Balancing Act: International, Transdisciplinary Higher Education in the 21st Century).


Fred Dervin
Fred Dervin

Fred Dervin is Professor of Multicultural Education at the University of Helsinki (Finland). Dervin also holds several professorships in Canada, Luxembourg and Malaysia. In May 2014 he was appointed Distinguished Professor at Baoji University of Arts and Sciences (China). Prof. Dervin specializes in intercultural education, the sociology of multiculturalism and student and academic mobility. Dervin has widely published in international journals on identity, the ‘intercultural’ and mobility/migration. He has published over 20 books: Politics of Interculturality (co-edited with Anne Lavanchy and Anahy Gajardo, Newcastle: CSP, 2011), Impostures Interculturelles (Paris: L’Harmattan, 2012) and Linguistics for Intercultural Education (co-edited with Tony Liddicoat, New York: Benjamins). He is the series editor of Education beyond borders (Peter Lang)Nordic Studies on Diversity in Education (with Kulbrandstad and Ragnarsdóttir; CSP) and Post-intercultural communication and education (CSP). His website: http://blogs.helsinki.fi/dervin/


Ellyn Lyle
Ellyn Lyle

Ellyn Lyle has a longstanding background in innovative education practices, ranging from traditional classrooms to workplace and community partnerships, and technologically supported learning. In all these contexts, she has remained intensely interested in supporting the development of students and teachers as they contribute to innovative, socially equitable, and sustainable programs. Ellyn holds a PhD in Education and been teaching in university since 2010. She is currently Dean of the Faculty of Education. The use of critical methodologies shape explorations within the following areas: praxis; teaching as lived experience; issues of identity; reflexive inquiry; narrative inquiry; and education for social justice. Find out more about her work at https://yorkvilleu.academia.edu/EllynLyle


Keith M. Sturges
Keith M. Sturges

Educational Anthropologist Keith M. Sturges brings a critical lens to the study and practice of educational organization planning and development.  Much of his work involves conducting engaged ethnographic and utilization-focused program evaluations of educational reforms. His current research interests include examining the intersection of identity, community, and agency in planned educational system change.  


Sandra Schamroth Abrams
Sandra Schamroth Abrams

Sandra Schamroth Abrams, Ph.D., is an Assistant Professor of Adolescent Education in the Department of Curriculum and Instruction in the School of Education at St. John’s University in New York.

Her research of videogaming focuses on adolescents' identities and practices developed, maintained, and modified in online and offline social and academic settings. Through the close examination of power structures, gaming principles, and spatial design, her work provides insight into agentive learning located in collaboration, variation, iteration, and ideation. More specifically, her longitudinal ethnographic study of videogaming in public libraries has revealed a layering of literacies deeply rooted in the seamless movement among modalities and resources across online and offline spaces. These discoveries of students' evolving knowledge landscapes have informed additional qualitative and mixed methods research of adaptive resources, adolescent learning, and technological integration. Overall, Abrams's work suggests that the nuances of digital worlds and practices are dynamic and problematic, disrupting convention and providing new avenues for pedagogical discovery.

Her recent work has appeared in Journal of Adolescent & Adult Literacy, Educational Media International, Languages and Linguistics, Teachers College Record Yearbook, and English Journal. Her forthcoming books include Integrating Virtual and Traditional Learning in 6-12 Classrooms: A Layered Literacies Approach to Multimodal Meaning Making (Routledge) and, with Hannah R. Gerber, Game Night at the Library (VOYA). Along with Hannah R. Gerber, Jen Scott Curwood, and Alecia Magnifico, Abrams is co-authoring the forthcoming book, Qualitative Methods for Researching Online Learning (SAGE).


Narelle Lemon
Narelle Lemon

Dr Narelle Lemon is a Senior Lecturer at La Trobe University, Melbourne, Australia. She currently holds the position of Program Leader of Teacher Education (Primary) within the Faculty of Education. Her research agenda is focused on engagement and participation in the areas of teacher capacity building and cultural organisations in galleries, museums and other alternative education settings, social media for professional development including Twitter and Instagram, and women in academia. Narelle is also interested in values education, coping skills, and connections to learning preferences. She utilises narrative inquiry and image based research particularly with still digital photography. Her learning and teaching focus is based around arts education (music and visual arts), social learning theory, reflective practice, co-operative teaching and learning, and establishing a community of learners. She has been successfully awarded research awards including: La Trobe University Early Career Researcher Excellence Award (2013); Early Career Supervisor with Most Publications Award within the School of Education, RMIT University (2012); and Early Career Researcher International Travel Award from RMIT Research and Innovation (2012).  Narelle blogs at http://chatwithrellypops.wordpress.comand tweets as @rellypops. 


Wolff-Michael Roth
Wolff-Michael Roth

Wolff-Michael Roth is a learning scientist at the University of Victoria conducting research on how people across the life span know and learn mathematics and science. He has contributed to numerous fields of research: learning science in learning communities, coteaching, authentic school science education, cultural-historical activity theory, social studies of science, gesture studies,qualitative research methods, embodied cognitionsituated cognition, and the role of language in learning science and mathematics. 

(from Wikipedia: http://en.wikipedia.org/wiki/Wolff-Michael_Roth)


George A. Koulaouzides
George A. Koulaouzides

Dr. George Koulaouzides was born in the USA in 1967 and grew up in Greece. He lives with his family in Thessaloniki. He studied Applied Mathematics (B.Sc. - Aristotle University of Thessaloniki), Continuing Education and Training (M.Sc. – University of Surrey) and Adult Education (M.Ed. – Hellenic Open University). His doctoral dissertation (Ph.D. – University of Crete) examined the impact of the biographical paradigm of adult educators to their perception regarding their professional role and function.  He participated in the team that designed and implemented the legendary national training program of continuing education instructors (EKEPIS).  He designed the accredited training program for the instructors of the National Centre for Public Administration (100 hours) and has more than 3500 hours of instruction in training of trainers programs in various agencies. He is a member of the Scientific Council that supervises the development of the Municipal Lifelong Learning Centres having responsibility for the educational programs of local interest. He has supervised more than 80 M.Ed. dissertations, has translated three books on adult education (by Ira Shor and Paulo Freire, Jack Mezirow and Knud Illeris). He has also edited several volumes of HOU graduate programs in Mathematics and Natural Sciences. His overall published scientific work counts more than 70 papers in scientific journals, edited volumes and conference proceedings. He has also authored a major part of the educational material for the training of the novice HOU tutors. He teaches theory and practice of adult education in the Hellenic Open University (2001 – today), Democritus University of Thrace and University of Macedonia. He is a member of the Board of the Hellenic Adult Education Association (Journal Editor) and represents the HAEA at the European Adult Education Association.


Diane Yu Gu
Diane Yu Gu

Dr. Diane Yu Gu received her Ph.D. in Higher Education and Organization Change from UCLA Graduate School of Education and Information Studies. She is designated as the Director for Organizational Development for UCLA External Affairs and is responsible for assessing and identifying organizational development needs, designing programs to enhance organizational effectiveness, and developing and conducting staff professional development workshops and training programs. Having lived and worked in Europe, Asia, and North America, Dr. Gu’s research focuses on gender issues in Science, Technology, Engineering and Mathematics (STEM), women and minority mentoring, international comparative education, and university advancement and philanthropy. Diane has published and taught courses on the topics of science and engineering education, gender studies of science, philanthropy and civic engagement, and is frequently invited to speak at national and international conferences, colloquia and workshops. As founding director of External Affairs Internship Program in University Advancement and Philanthropy, she has designed the curriculum and experiential program that teaches undergraduates about university fundraising, alumni relations, and advocacy. Diane enjoys world traveling and is dedicated to integrating multicultural perspectives into her in her daily work, teaching, and research.


AREA OF EXPERTISE

Administrative: Organizational Development Consulting; Nonprofit Philanthropy Analytics and Consulting; University Advancement; Strategic Planning; Curriculum Development; Non-profit Management; Learning/Training Design and Facilitation; Program Evaluation and Development; Professional Development and Education

Scholarly: Higher Education Management; Globalization and Higher Education; Gender and Diversity in STEM; Action Research; Faculty and Staff Development; Mentoring and Career Development; Migration Studies; Science and Technology Studies; Transnational Networks


Benjamin Zufiaurre
Benjamin Zufiaurre

Professor at the Public University of Navarra, Spain, Research Visitor  in several Universities in different countries in Europe, Latin America and Canada, and Visiting Professor In Charles Sturt University in Australia and Saskatchewan University in Canada, Benjamin Zufiaurre has published more than a hundred papers and 15 books in Spanish, English, Basque and French"

 

 


Michael B. MacDonald
Michael B. MacDonald

Michael B. MacDonald PhD (University of Alberta) is an ethnomusicologist and ethnographic filmmaker who currently holds the position of assistant professor of popular music at MacEwan University in Edmonton, Alberta. He teaches courses in ethnomusicology and cultural studies and publishes widely on topics in the anthropology of music learning with special attention to critical youth studies and the critical pedagogy of music. Michael’s films explore themes of cultural sustainability.


Christine Sleeter
Christine Sleeter

Christine Sleeter, Ph.D., Professor Emerita at California State University Monterey Bay, is internationally known for her work in multicultural education. Her nineteen non-fiction books include Power, Teaching and Teacher Education. In 2009, she received the American Educational Research Association Social Justice in Education Award, and in 2011, her co-edited book Teaching with Vision was named Choice Outstanding Academic Title. White Bread is her first work of fiction. 


Neil Alexander-Passe
Neil Alexander-Passe

Neil Alexander-Passe is dyslexic himself, a ‘PhD by Published Work’ student at the University of Sunderland, and the Head of SEN at a large mainstream secondary school in North London.

In 1990 he gained a BA Hons in Graphic Design (University of South Wales) leading to a 20 year successful career as a graphic designer in the travel industry. In 2005 gained an MPhil researching how dyslexic teenagers cope using measures of self-esteem, coping and depression (The Open University), leading to a spell as a postgraduate researcher (London South Bank University). In 2010 he published his first book ‘Dyslexia and Depression: The Hidden Sorrow’.

His passion is to understand the trauma that many dyslexics experience at school, and any emotional ramifications that follow impacting on mental health. In 2010 he retrained as a teacher and has worked in special needs in both primary and secondary education. He is an advocate of early assessment in schools (gaining his CPT3A in 2014), and this has led him to present to MPs and peers in parliament on educational policy.

His current focus is with a ‘bi-ability’ theoretical model for dyslexia (compared to the ‘social’ model of disability) and the use of a ‘post-traumatic growth’ concept to understand how many dyslexic individuals can be successful ‘despite or because’ they experienced traumatic schooling as children.

His academic books include two edited volumes investigating ‘Dyslexia and Creativity’ (2010) and ‘Dyslexia and Mental Health’ (2012)and a book investigating ‘Dyslexia, Dating, Marriage and Parenthood’ (2012).

Nine peer-review papers have been published to date and his latest book ‘Dyslexia and Mental Health: Helping people identify destructive behaviours and find positive ways to cope’ (2015) has been widely acclaimed with reviews by Professors Angela Fawcett, Maggie Snowling, and Neil Humphrey.

His 10th book entitledThe Successful Dyslexic-Identify the keys to unlock your potential’ has just been published with acclaimed reviews from Professors Angela Fawcett and Steve Chin, along with Gavin Reid and Thomas West.

He has recently changed from being Head of SEND at a primary school to a large secondary school, so can reflect on the needs of a broad range of student needs.


Caroline Bligh
Caroline Bligh

Dr Caroline Bligh leads the Professional Doctorate in Education programme at Leeds Metropolitan University. In addition Caroline teaches trainee and qualified teachers within and outside the University in best practice in the teaching and learning of English as an additional (second) language. Through the application of a sociocultural lens (an alternative to a linguistic approach) Caroline's research focuses on how emergent second language learners in schools manage to mediate new knowledge when the language of instruction is English. Caroline also supervises both PhD and EdD students at Leeds Metrpolitan University and the Open University.


Julia Gray
Julia Gray

Julia Gray is an artist (playwright, theatre director), social scientist and humanist. She has created plays and other performance projects for social change as well as written across-disciplines for scholarly, professional and social media platforms. 

 

Other plays include ‘After the Crash: a play about brain injury’ (published in Canadian Theatre Review, 2011) and ‘Seeing the Forest’ a play about patient safety in hospitals, co-written with Dr. Gail Mitchell. 

 

Her artistic/research interests include arts for social change, arts-based and qualitative research, embodiment, imagination, failure/foolishness, aging and the life course, arts and health.

 

Julia holds a PhD from Ontario Institute for Studies in Education, University of Toronto and a Bachelor of Fine Arts and Master of Arts from York University’s Department of Theatre, Canada.


Lucy Avraamidou
Lucy Avraamidou
I am currently a Rosalind Franklin Fellow and an Associate Professor of Science Education at the Institute for Science Education and Communication at the University of Groningen in the Netherlands. I was born and raised in Cyprus where I worked as an Assistant/Associate Professor of Science Education at the University of Nicosia (2006-2016) and at the Open University Cyprus (2015-2016).

I received my M.Sc and PhD in Curriculum and Instruction with a specialization in Science Education from the Pennsylvania State University in the USA. Upon its completion I worked as a Research Associate at the NSF-funded Center of Informal Learning and Schools (CILS) at King's College London.

My research is associated with theoretical and empirical explorations of beginning elementary teachers’ learning and development with the use of qualitative, interpretive approaches.

Alpaslan Sahin
Alpaslan Sahin

Alpaslan Sahin, Ph.D. Research Scientist at Harmony Public Schools, Houston, Texas.

He was previously employed as a Research Scientist at Aggie STEM Center at Texas A&M University. Through his work as a research scientist at the Aggie STEM Center at Texas A&M University in College Station, Dr. Sahin was an integral part in building and nurturing the foundation for innovative STEM schools in the area. This work springboarded him into the Harmony Public Schools where he has carefully studied and helped teachers and administrators implement and embrace the STEM SOSTM (Students on the Stage) model. Over the past several years, he has studied, designed and trained STEM teachers of STEM academies, with his work appearing in a variety of books and journals.

His research interests include teachers' questioning techniques, STEM education, after school programs, informal STEM learning, charter schools, and educational technology.


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